Two major issues in inservice teacher education are: (1) Who is responsible for teaching these professional education courses?; and (2) Are these courses worthy of graduate credit? College faculty members generally agree that institutions of higher learning are obligated to assist practitioners, but universities have been reluctant to offer courses that address the immediate needs of teachers. The result is that professional organizations and school districts have taken the initiative to develop their own inservice delivery systems. However, these agencies cannot match the number and diversity of resources that universities can provide, making the university the most logical center for offering continuing education experiences. The question of extending credit for continuing education courses has arisen because some programs have been criticized as deficient in library resources, entrance requirements, and control over teaching staff. Universities must also either relax standards to accommodate some practitioners or emphasize service at the expense of graduate programs. The solution for some universities has been to create a separate continuing education department, but this approach has also had problems. Elimination of a masters' thesis requirement, while retaining emphasis on research skills, is an option. One university is offering graduates and undergraduates a variety of learning situations (workshops, seminars, mini-courses, etc.) with a choice of grading and credit arrangements. Regardless of the instructional method that is adopted, the courses should address the immediate problems of practitioners and should be based on students and faculty sharing knowledge and experience. (FG)